Peter L. Boncales

Siquijor State College, Larena, Siquijor, Philippines
ORCID : 0000-0002-5210-9927

DOI : https://doi.org/10.47191/ijsshr/v8-i4-07

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ABSTRACT

This paper examined the effect of the learner’s grade level and sex on their learning motivation in mathematics. The study adapted the Mathematics Motivation Questionnaire (MMQ) and was administered to 159 junior high school students in Siquijor State College. The data were analysed using the Statistical Package for Social Sciences (SPSS) version 21. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. Results of the study revealed significant effect of grade level and sex on the student’s learning motivation in mathematics. Likewise, the study elaborated that the combined effect of grade level and sex is statistically significant. The study recommends for the development of interventions and educational policies that foster a positive learning experience and encourage a lifelong appreciation of mathematics, regardless of grade level and sex.

KEYWORDS:

learning motivation, age, grade level, intrinsic value, test anxiety

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Volume 08 Issue 04 April 2025